cognitive + social | informal
+ formal environments | designs
to enhance learning | funding + policy
The seminar will comprise four panels: (1) media
multitasking and cognitive development; (2) media
multitasking and learning
in informal and formal environments; (3) media
multitasking and designs to enhance learning; and (4) funding
and policy. Participants
and questions assigned to each panel are listed below. You may
our panelists on the participants page.
Panel 1: Cognitive
and Social Effects of Media Multitasking
- Panel Chair: Patricia
Greenfield, University of California,
- Daniel Anderson, University
- Lori Bergen, Marquette
- Stephanie Carlson,
University of Minnesota
- Matt Dye, University of
- Karin Foerde, Columbia
- Ulrich Mayr, University of Oregon
- Cliff Nass, Stanford University
- Priti Shah, University
- Anthony Wagner, Stanford University
- We know far too little about the cognitive
and developmental sequelae of multitasking for children. Under
what conditions does divided attention threaten learning and
development? And can rapid task switching or other ways of dividing
for younger children result in positive results for some cognitive
tasks versus others?
- What are the most useful measures of multitasking
for addressing cognitive issues?
- How might growing up in a media-saturated
environment that elicits habitual active and reactive attention
switching affect children’s
information processing skills?
- Do kids who engage in heavy media
multitasking develop different abilities in attention, working
memory and cognitive control?
- How does media multitasking affect focus and concentration?
- Why do children growing up in media
saturated environments tend to learn and engage in multitasking
faster and more frequently
than their parents and grandparents?
- How might multitasking influence
the mechanisms of perception and an individual’s worldview?
2: Multitasking in Informal and Formal Learning Environments
- Panel Chair: Donald
- Marilyn Jager Adams, Brown University
- Sandra Calvert, Georgetown
- Ulla Foehr
- Glenda Revelle, Sesame Workshop
- Kaveri Subrahmanyam,
California State University, Los Angeles
- Ellen Wartella, University of California, Riverside
- If multitasking engages a different form
of memory, under which circumstances and in which settings
might multitasking have positive and negative effects on learning?
does the nature of the task interact with individual differences
to influence how multitasking influences learning?
- How might increased
interactivity, choice, and control afforded in multitasking
situations enhance engagement and sustain attention?
- What are the most useful
measures of multitasking for formal and informal environments?
does access to a larger social network of resources through
media multitasking influence learning? And is it more functional
at certain stages of development?
- Drawing on a “benefits-costs” analysis
of media multitasking, what types of learning tasks are unaffected,
enhanced, or adversely
affected by media multitasking?
3: Designing Eductional Tools that Leverage Media Multitasking
- Panel Chair: Roy Pea, Stanford University
- Tico Ballagas, Nokia
- Richard Beckwith,
- Milton Chen, Edutopia
- Dennis Frezzo, Cisco Systems
- Jim Gray, LeapFrog
Reeves, Stanford University
- Coe Leta Stafford, IDEO
- Given the cognitive strain involved in
media multitasking, how can media be designed and integrated
to lessen this load?
- What tools and strategies can help youth to manage
- How can the socially normative behavior associated
with media multitasking be leveraged to enhance specific learning
- What types of activities or design principles
promote the skills of focus and sustained attention?
- How can such
principles or activities be integrated with learning goals
in learning environments?
- How can we better understand the conditions under
which media multitasking strains social relationships?
- How might
multitasking abilities transfer to different tasks and even
provide preparation for entry into the workforce?
- How might media interactivity
and active versus passive media use relate to automatic an
4: Building a Research Agenda: Funding & Policy Discussion
- Panel Chair: Michael
Levine, Sesame Workshop
- Barbara Chow, Hewlett Foundation
- Rebecca Randall, Common
- Susan Schilling,
New Technology Foundation
Trilling, Oracle Education Foundation
- Which research agencies and/or other national
entities (e.g., National Academy of Sciences) should take the
lead in synthesizing what we know from current efforts and in
new priorities for research on media multitasking?
- How should
new frontiers of research and multidisciplinary collaboration
be encouraged by research agencies? Are there useful models or
mechanisms that have been established in other fields to be considered?
might "breakthrough" models that deploy multimedia
assets to effectively address educational problems be advanced
by public and private funders?
- What is the specific role of philanthropy
in better understanding the media multitasking phenomenon
and its impact on children?
Are there research, practice and/or policy issues that private
philanthropy is in best position to consider and support?